English in Central Asia is a fascinating and evolving subject, as the language has become increasingly significant in the region due to globalisation, economic growth, and international cooperation. Central Asia, which includes Kazakhstan, Kyrgyzstan, Uzbekistan, Turkmenistan, and Tajikistan, has experienced a rise in English language learning and usage, particularly in urban areas and among younger generations. English is now taught in schools and universities across the region, though the intensity and quality of instruction vary widely between countries and regions.

In all five countries, there has been a growing emphasis on English due to their integration into global trade, participation in international organisations, and collaboration with Western countries. English is also regarded as a vital skill for young people seeking opportunities abroad or with multinational companies, particularly in fields such as technology, science, and business. Many universities in Central Asia have introduced English-medium programmes, often in collaboration with Western institutions, to enhance the academic and professional opportunities available to students.

Research on English in Central Asia:

Research on English in Central Asia focuses on various aspects, including language policy, sociolinguistics, education, and the impact of English on national identity.

The British Council plays a key role in researching and promoting English in Central Asia, particularly in Uzbekistan, Kazakhstan, and Kyrgyzstan. The British Council collaborates with governments and universities to improve language learning and access to English education. Its funded research projects evaluate English proficiency and the challenges of English education in the region.

Recent examples are the reports, which examine English proficiency among school students, analyses learning environments, assessment outcomes, and motivational factors. They highlights disparities in English education based on region, gender, and the urban-rural divide while evaluating policy impacts on curriculum and teacher training. The reports provides insights into Uzbekistan’s English education reforms and future directions.

• British Council. 2021. English Impact Report – Uzbekistan. British Council. https://www.britishcouncil.org/sites/default/files/british_council_english_impact_report_-_uzbekistan_min.pdf
• British Council. 2021. Report on Uzbekistan National English Curriculum Reform: Findings and Recommendations. https://www.britishcouncil.uz/sites/default/files/engcurrefom_full_report_april_2021.pdf

With the support of the British Council, academics from the University of Westminster have conducted extensive research on the implementation and impact of English-Medium Instruction (EMI) in Central Asian higher education institutions.

• Linn, A. and Bezborodova, A. 2022. British Council (Uzbekistan) English Medium Instruction Project Impact Evaluation. Tashkent: British Council. https://westminsterresearch.westminster.ac.uk/item/w6850/british-council-uzbekistan-english-medium-instruction-project-impact-evaluation

• Linn, A., Shrestha, P.N., Hultgren, A.K. and Bezborodova, A. 2021. Current Practice in English-Medium Education in Higher Education: Case Studies from Kazakhstan, Turkmenistan, Bangladesh and Nepal. London: British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/2.%20Current%20practice%20in%20English-medium_artwork.pdf

Academics from the University of Westminster have also conducted multiple studies on English language education and policy in Central Asia. Their research focuses on EMI, language policy, and the role of English in higher education. These studies have resulted in several research outputs, including reports, academic papers, and collaborative projects with institutions in the region.

• Bezborodova, A. 2023. Language Practices and Processes in English-Medium Higher Education in Uzbekistan. PhD thesis, University of Westminster, Humanities. https://doi.org/10.34737/w4642
• Bezborodova, A. and Radjabzade, S. 2021. English in Higher Education in the Kyrgyz Republic, Tajikistan, and Uzbekistan. World Englishes. https://onlinelibrary.wiley.com/doi/10.1111/weng.12556
• Linn, A. and Ahn, E.S. 2021. Introduction. World Englishes. 41(1), pp. 2-8. https://doi.org/10.1111/weng.12551
• Linn, A., Bezborodova, A. and Radjabzade, S. 2020. Tolerance and Control: Developing a Language Policy for an EMI University in Uzbekistan. Sociolinguistica. 34(1), pp. 217–237. https://doi.org/10.1515/soci-2020-0013

The research studies listed below represent a significant body of work exploring various dimensions of English language use and education in Central Asia. The researchers in these studies include scholars from universities in the region and internationally.

1. English in Higher Education and EMI

The research studies in this category focus on the integration of English as a medium of instruction in higher education, with a particular emphasis on Central Asia’s educational institutions and their challenges.

• Goodman, B., Yessenbekova, K., and Curle, S. 2024. English-medium education in Kazakhstan: A multifaceted exploration of student and alumni perceptions on language proficiency, academic performance, and career prospects. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2024.102451
• Manan, S., and Hajar, A., 2024. Understanding English medium instruction (EMI) policy from the perspectives of STEM content teachers in Kazakhstan. TESOL Journal. https://doi.org/10.1002/tesj.847
• Rahmanova, G. and Ekşi, G. 2023. English-Medium Instruction in Higher Education in Uzbekistan: Views on Effectiveness, Career Prospects and Challenges. World Journal of English Language, 13(5). https://doi.org/10.5430/wjel.v13n5p458
• Amanzhol, N., Amanova, A., Kerimbekova, B., Zholamanova, A., and Sarmurzin, Y. 2023. “My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan. Asian Education and Development Studies. https://doi.org/10.1108/aeds-06-2023-0062
• Goodman, B., and Kambatyrova, A. 2022. Both necessary and irrelevant: political economy and linguistic injustice of English in higher education in Kazakhstan. International Journal of the Sociology of Language, 2022, pp. 77 – 94. https://doi.org/10.1515/ijsl-2021-0074
• Yessenbekova, K., 2022. English as a medium of instruction in Kazakhstani higher education: a case study. Current Issues in Language Planning, 24, pp. 141 – 159. https://doi.org/10.1080/14664208.2022.2043064
• Karabassova, L. 2021. English-medium education reform in Kazakhstan: comparative study of educational change across two contexts in one country. Current Issues in Language Planning, 22, pp. 553 – 573. https://doi.org/10.1080/14664208.2021.1884436

2. Language Policy and Planning

The research studies in this category cover the development and implementation of language policies, especially the role of English in the education systems of Central Asia, as well as the sociopolitical implications of these policies.

• Liddicoat, A. 2019. Language-in-education policy in the Central Asian republics of Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. The Routledge International Handbook of Language Education Policy in Asia. https://doi.org/10.4324/9781315666235-32
• Fierman, W. 2021. Language policy and language in Central Asia. In Routledge handbook of contemporary Central Asia (pp. 391-408). Routledge.

3. Sociolinguistic Aspects of English

The research studies in this category address the sociolinguistic perspectives of English in Central Asia, focusing on attitudes, identity, and cultural implications related to the increasing use of English.

• Ahn E.S. and Smagulova J. 2022. English language choices in Kazakhstan and Kyrgyzstan. World Englishes, 41: 9–23. https://doi.org/10.1111/weng.12552
• Bahry, S., and Olimnazarova, T. 2023. Towards Understanding Tajikistan’s Sociolinguistically Complex Language Ecology: Historical Development, Current Status, Issues, Research, Policy and Practice. Journal of Eurasian Studies, 14, pp. 151 – 165. https://doi.org/10.1177/18793665231185795
• Djuraeva, M. 2022. Multilingualism, nation branding, and the ownership of English in Kazakhstan and Uzbekistan. World Englishes, 41(1), pp.92-103. https://doi.org/10.1111/weng.12557
• Hasanova, D.D., 2016. 12 English Education in Uzbekistan. Language change in central Asia, 106. https://doi.org/10.1515/9781614514534
• Hasanova, D. 2007. Broadening the boundaries of the Expanding Circle: English in Uzbekistan. World Englishes, 26(3), pp.276-290.https://doi.org/10.1111/j.1467-971X.2007.00509.x
• Manan, S.A. and Hajar, A. 2022. English as an index of neoliberal globalization: The linguistic landscape of Nur-Sultan, Kazakhstan. Language Sciences, 92, p.101486. https://doi.org/10.1016/j.langsci.2022.101486
• Yazberdiyeva, A., Rejepova, G., Kochumova, A., Orazmammedov, S., Garatayeva, G. and Atayeva, A. 2024. Language policy in Turkmenistan: foreign languages learning and the role of sociocultural aspects. Sapienza: International Journal of Interdisciplinary Studies, 5(4), pp.e24078-e24078. https://doi.org/10.51798/sijis.v5i4.821

4. English Education and Challenges in Central Asia

The research studies in this category focus on the broader issues of English education in Central Asia, exploring challenges faced by educators and institutions in implementing English language learning programs.

• Yessenbekova, K. 2024. Understanding the dynamics of English-speaking challenges for students in Kazakhstan. Asian Education and Development Studies. https://doi.org/10.1108/AEDS-04-2024-0083
• Nazirova, S., Jalolova, S., Agzamova, D., Mamatova, F., and Yusupova, S. 2023. The Problems Faced by The Teachers in Teaching English As A Foreign Language in Uzbekistan. Journal of Law and Sustainable Development. https://doi.org/10.55908/sdgs.v11i12.2698

5. Multilingualism and Translanguaging

The category of Multilingualism and Translanguaging explores how multiple languages interact in the educational and social contexts of Central Asia. Research in this area examines how students, especially in English Medium Instruction (EMI) universities, navigate between English and local languages such as Kazakh, Kyrgyz, and Uzbek.

• Radjabzade, S. and Makovskaya, L. 2024. Translanguaging in Transnational Universities of Uzbekistan. Region: Regional Studies of Russia, Eastern Europe, and Central Asia, 13(1), pp.127-145. 10.1353/reg.2024.a950434
• Zhunussova, G., Tajik, M., Fillipova, L., and Antwi, S. 2023. “I am a mixed person of Kazakh, Turkish and English”: Multilingual students’ identity in EMI universities in Kazakhstan. System. https://doi.org/10.1016/j.system.2023.103159

Contributions Welcome: We invite further contributions on the topic of English in Central Asia. If you have articles, research papers, or reports related to the subject, please feel free to share them in the reply section. Your insights and research are valuable for expanding our understanding of this evolving field.